How can university student pioneers of learning technology support their peers and their institution? [1801]

Group Admins

Description

Digitally-connected Generation Z are now attending university and have expectations that their university teachers will incorporate learning technology into their teaching. These students also expect support in how to best use learning technologies in their learning (Gosper et al, 2011; Jisc, 2013; Markauskaite and Goodyear, 2009).

This presentation will describe the Doctorate in Education study entitled, ‘How university teachers and students use educational technology in university classroom contexts to optimise learning: a study of purposes, principles, processes and perspectives’. It will outline the rationale of the research, its qualitative research design and will report on the thinking and decision making behind how 15 university students used learning technologies to optimise the quality of their learning in the first two years of their undergraduate chemistry studies.

The study identified the influences of learning technology on student learning are mediated by students’ disposition towards learning and the task and social contexts of their learning. This presentation will provide a conceptual model abstracted from the research findings on the factors influencing the mediation of learning by learning technology (Pea, 1993).

It argues that those students who are pioneer users of learning technology and ahead of the university teacher’s curve need to be incorporated into the planning and evaluating of experiences of learning and teaching in learning technology-mediated classroom contexts and how they could be appointed as learning coaches to those students who are somewhat bewildered and frustrated by learning technology use.

By logging in to this site you agree to ALT's Terms of Use, which may include listing your name in the Participant Directory. This site also uses cookies to improve the experience of the site. No, I want to find out more